Official publication of the Australian Education Union (SA Branch)
Vol 44 I No.7
November 2012
AEUJOURNAL SA Teacher librarians: are they on borrowed time?
Inside: u Early
Childhood: It’s all happening in our preschools
u TAFE:
Is the writing on the wall for Signwriters?
School’s out! To make it a healthy new year, join Teachers Health Fund.
If you want value for money health insurance, then use these school holidays as an opportunity to find about the benefits of becoming a member of Teachers Health Fund. That way, you can begin the new school year knowing your health is in safe hands.
Visit teachershealth.com.au or call 1300 728 188
Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health Fund. A Registered Private Health Insurer. THF-AD-AEUSA-11/12
Features President’s View
AEU Union Journal Training
Teacher librarians: are they on borrowed time?
It’s all happening in Early Childhood pages 12 – 14 We report on the multitude of changes impacting staff in our preschools
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025
Inside:
ISSN 1440-2971
u Early
Childhood: It’s all happening in our preschools
Cover Photo: © SLASA
u TAFE:
Is the writing on the wall for Signwriters?
Printing: Finsbury Green Printing
On borrowed time?
An AEU first
pages 10 – 11 With funding reforms squeezing school budgets, teacher librarians are becoming thin on the ground
pages 8 – 9 Overseas Trained Teachers Conference
Letters to the Editor
*Winner of top letter! Dear Editor, It’s coming up to that time of the year when we Contract and Temporary Relief Teachers start becoming concerned about what will happen in 2013. Each year I update my records, apply for positions in schools, and wait and wait. I have been a contract teacher for almost 12 years now. For eight years I was lucky enough to return to the same school. Yes, I consider myself lucky, even after four years of university and another two years doing a second degree in special education whilst working full time in a junior primary
Best letter in each issue of the AEU Journal will receive two tickets to either Palace Nova Cinemas or the Adelaide Symphony Orchestra. Email to:
journal@aeusa.asn.au
class, I feel lucky just to get a one-year contract. I am an experienced and qualified Step 9 teacher, luck shouldn’t come into it! During 2012, I wasn’t one of those “lucky teachers”. Thus, this year I have been a TRT. “Oh how lucky you are, not to write reports,” stated one teacher. I would love to have a class long enough to write reports! I would love to have the opportunity to see my students’ faces each morning and help them learn how to read, write, explore and discover so much in their world. I consider it a honour to be an influential force in my students’ learning. So each morning my TRT colleagues and I wait for that elusive phone call – are we working or not? What do we do when we get sick from going into so many different classes in so many different schools? We still have mortgages and bills to pay. It is not a choice we make and it wasn’t what we expected when we were inspired by teachers to become teachers ourselves.
Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8272 1399 journal@aeusa.asn.au
teaching future doctors and lawyers and yet the Education Department is still ignoring our concerns. We want to teach! n With concern, PA Leighton
Use your QR app to “like us” on facebook.
AEU Journal is carbon neutral If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing: journal@aeusa.asn.au
The AEU Journal is online at: www.aeusa.asn.au/journals.html
Does a doctor consider it lucky to treat patients, or a lawyer to practice law? Teachers are professionals too. We are 3
Running Head
rc h e s t r a O y n o h p m y S Adelaide
• • • •
Edward and Edwina the Emus ElectraNet Toe Tapping Toddlers Roald Dahl’s Little Red Riding Hood Jay Laga’aia and the ASO: I can play anything • Paul Rissmann: Driven Rhythm • and much more... mo
request a brochure today!
Phone 8233 6253 or aso.com.au
SUPPORTED TRANSITION TO INDEPENDENCE
Foster Carers Needed If you consider yourself to be someone who could provide a nurturing and caring home to support an adolescent transition towards independent living, Life Without Barriers would like to hear from you. • Are you willing to support a young person develop independent living skills, gain employment, maintain education and explore learning opportunities? • Can you see yourself part of a care team to provide therapeutic support in your home for a teenager‘s healthy emotional development? • Do you have skills/experience working with children with traumatic histories and challenging behaviours? Our adolescents have missed many opportunities in life and are looking for support to transition to adulthood. Couples and single carers, with no other children living at home, are encouraged to apply. Receive training and a generous tax free reimbursement. For further information please contact:
Deborah Whitelock phone: 8415 6918 or email: deborah.whitelock@lwb.org.au
4
Peace Fund
President’s View
100 Things – what’s on your list? AEU President Correna Haythorpe writes
S
ebastian Terry turned the tragedy of losing a close friend into a journey of self-discovery and inspiration for others. I have just finished reading his book 100 things – what’s on your list? When his friend Chris passed away unexpectedly, Seb constructed a list of the 100 things that he wanted to do before he died and then set out to achieve his goals. It is an intriguing list, with items such as marry a stranger in Vegas, raise money for charity, join a protest, kiss a celebrity, visit a death row inmate and buy a stranger lunch. What makes this book a good read is the people that he meets and how their personal stories unfold as he strives to achieve each goal. Goal number 41 ‘Buy a stranger lunch’ unfolds in Sydney’s CBD as Seb tries to find someone to buy lunch in the bustling city streets. After an hour or so passes by with no interactions from the busy commuters, he walks up to Martin Place where he finds Chris and Emily who are homeless. They had nothing but each other and a $200 Centrelink allowance each per week, which bought two nights accommodation and left them looking for a bed on the streets for the rest of the week. Over lunch, their self-respect and determination to find a house shines through and Emily shares a poem that she has written entitled Think of my loved ones. Seb describes the lunch as “one of those moments in life that stop you in your tracks and put things into perspective”. This book is a poignant reminder that life is more than just a list. One of the joys of working in education is the myriad of
experiences and interactions that we have every day with our students and their families as we work and learn together. At the top of our list is a strong public education system, as we understand the importance of education, social justice, empathy, compassion and determination in a world increasingly besieged by economic rationalism. That is why campaigns such as I give a Gonski and Invest in Quality, Invest in TAFE are vitally important and need the support of all AEU members. If you want a good summer holiday read, Sebastian Terry’s book is fabulous!
EB update As AEU members are aware, we have been in enterprise bargaining for several months now. This bargaining round has been managed by the government in a very different manner to EB2008. We have had frequent robust debates on all matters in the AEU claim for preschools, schools and TAFE and we expect that the government will soon provide an offer for AEU members to consider. It is important members attend the next round of area meetings as AEU officers will provide a detailed EB update. We expect that the government’s position will be debated at Branch Council. When the government tables its offer, the AEU will compare the offer to the AEU Branch Council position on nationally competitive salaries and conditions. The AEU will then make a recommendation to members as to whether the offer meets our requirements. If yes, then a formal ballot will be conducted. If no, then the government will be informed that the offer needs to improve or the AEU will embark upon an EB2012 campaign. In a perfect world, we would like to have the EB finalised by Christmas. However, that will depend on the government offer and whether it covers our concerns about the funding commitment for schools and preschools and nationally competitive salaries and conditions for all sectors. n
In solidarity, Correna Haythorpe
8: www.aeusa.asn.au>Issues >EB2012
Fund available for “peace” projects
A
fter decades promoting peace, human rights, justice, development and peace, the Australian Peace Committee (SA) has formally closed. Over the years the APC has focused on education programs in schools, involving many teachers, Indigenous groups, church organisations and trade unions, on issues of peace and justice, human rights and the environment. Upon winding up the organisation, the APC has provided $8000 to the AEU for the purpose of setting up a fund that will grant money to teachers and schools for projects and resources which promote peace and social justice.
Not sure what you could do with your students to promote peace? Back in 2002, the APC ran a competition that asked students to discover someone who, as a result of a war or conflict, or as a result of persecution, prejudice or fear due to their beliefs, sought refuge in Australia, and to narrate a story about this person. You might like to set a similar challenge for your students or perhaps you have some great ideas of your own. If you want to pursue “peace” as a topic or project in your classroom and would like to apply for an APC-sponsored grant, please make a written submission to the AEU outlining your proposed project, the activities your students will undertake, the resources you will require and the outcomes you aim to achieve. n Submissions for funding should be made by February 1, 2013, to the
AEU Branch Secretary via email at:
8: aeusa@aeusa.asn.au or by post to:
Australian Education Union SA Branch 163 Greenhill Rd, Parkside, SA 5063
5
Gonski:
the future funding of schools Community forum What would acting on the Gonski Review’s recommendations mean for local schools and children and are the politicians prepared to deliver? Join us at the first South Australian forum on this topic to feature the Federal Minister Peter Garrett and his counterpart and local member Christopher Pyne.
Tuesday 20 November | 5.15pm – 6.30pm Athelstone Schools 8 Brookside Road, Athelstone
Guest speakers: Peter Garrett
Minister for School Education, Early Childhood and Youth
Christopher Pyne
Opposition spokesman on Education, Training and Apprenticeships and Member for Sturt
Angelo Gavrielatos
Federal President, Australian Education Union Light refreshments will be available. RSVP by November 15 to Cindy Boyce at: aeusa@aeusa.asn.au or call: (08) 8272 1399 6
Campaign Running Head
Vice President’s Report
Will you “do your block” for Gonski?
Measurement to the nth degree
F
rom November 10 to 17 teachers, parents and principals around the country will take part in a special action – Do your block for Gonski. This activity will involve delivering a campaign letter calling on people to support better funding for Australian public schools. Hundreds of thousands of copies of the letter have been distributed to every sub-branch in the country ready for AEU members to hit the streets. You can letterbox your street, your block or your neighbourhood if you have time. Now that the better weather has arrived, why not make the most of it and tread the pavement for public education? We think this is a great way to get more people to understand the urgent
need for action on school funding and the recommendations of the Gonski Review. This action comes at a critical time in the campaign with the Federal Government negotiating with the State and Territory governments over what share of the additional money Gonski recommended they will provide. We need to keep the pressure on all the politicians to deliver – particularly the state premiers who are claiming they can’t afford to give every child a high quality education. If you haven’t done so already, please see your Sub-branch Secretary or AEU rep to collect enough copies of the letter to distribute in your area and do your block for better public education funding! n
Do your block fo Help spr r Gonsk ead the word ac the need i ross Aus for bette trali r resourc a es in pub about lic schoo ls.
Letterb ox your str Find out more: W: eet between N ovembe igiveago nski.com r 10 and .au
Novemb er 10-17 .
Authorised by Susan Hopgood, Federal Secretary, Australian Education Union, 120 Clarendon Street, Sou thbank, 3006.
17. faceboo k.com/ig iveagons ki
Remember the arrival of Litigation, the ‘American disease’? It didn’t take long to master that one, so now we are furiously embracing the newer, largely US phenomenon, Measurement. Too eagerly we are measuring everything we can find. The urge probably stems from the economic rationalism which dominated the final decades of last century. Whatever its source, many AEU members are finding that its intrusion into education has already come too far. Some aspects of education can and probably should be measured, but there are some for which it is most unsuitable and even detrimental. The current politico-educational fixation on NAPLAN results is a telling example. Many schools feel pushed into spending inordinate time in Term 1 on preparation for those tests. Those tests, even the proponents admit, measure a very narrow band of knowledge. Nonetheless, many teachers, students and parents bang away at the tasks for months so that they can collectively demonstrate improvement. Then they wait for months for the results. I subscribe to the heresy that what we are measuring is not worth what we have lost. In NAPLAN there are few nuances. The answers are right or wrong, and on those answers swing the further measurements of the perceived success of not only the individual children, but their teachers, schools and communities. They are called High Stakes Tests for good reason. Schools can gain or lose reputations and consequent enrolments as a result of the scores. What rings in my ears from visits to schools up, down and across the State are the laments of wonderful teachers who cry, ‘Remember when teaching and learning was fun?’ I certainly do. If we must, we can measure even that, but not after the current nerdy, soulless and reductionist fashion. n David Smith 7
Overseas trained teachers’ conference 2012
Overseas Trained Teachers come together for AEU conference In what is believed to be a first for Australia, the AEU SA Branch held its inaugural Overseas Trained Teachers Conference on October 4
A
round 40 members from around the State came together to network with colleagues, share their experiences, and take part in workshops on application writing; rights, entitlements, DECD procedures and policies; and understanding Aussie slang, presented by TAFE English Language Services Lecturer John Rice. The highlight of the conference was the keynote speech Globalisation of the Teaching Profession: what the research shows, delivered by Associate Professor Carol Reid from University of Western Sydney’s Centre for Education Research and Professor Jock Collins, Professor of Social Economics, University of Technology Sydney. The keynote, which was based on a survey of teachers in SA, WA and NSW schools, made a number of interesting observations about Overseas Trained Teachers (OTTs) and some of the challenges they face. They include: • 80% of OTTs arrived in Australia since 2000 after a substantial increase in skilled migration. 75% of OTTs are here on permanent resident visas • 79% of OTTs surveyed have solid professional experience, knowledge
8
and are well trained. Despite this a large proportion felt they would find it difficult to gain promotion positions • 14.5% of OTTs said they had experienced discrimination and racism of some form • Many OTTs said students found it difficult to understand their accent, which created challenges. One teacher made the following comment: “Some students look upon me as an alien, (they) switch off because of preconceived notions (about me)” • Becoming registered as a teacher is difficult due to excessive ‘red tape’ and different requirements in each state • OTTs said South Australia would benefit from an improved induction/ mentoring program. • Permanency is regarded desirable by most OTTs, however, only one-third of those surveyed had achieved it. Professor Reid outlined a number of things that could impact on OTTs trying to make the transition to teaching in Australia. One of these relates to changes in the International English Language Testing System (IELTS) – it’s set to become more difficult, making it harder
for OTTs to meet the necessary standard. Professor Reid noted that the new standards are so high they would be challenging for many Australian born English speakers to achieve. Professor Collins responded with the following comment: “It’s completely misplaced … if you want to get better outcomes, pay teachers much better, provide good conditions, make it much more attractive. Don’t penalise and blame them. And for immigrant teachers, smooth the pathways, make it a good experience and take advantage of all the expertise and the knowledge and the benefits people bring in.” It was clear from comments made by members attending the conference that, as the research suggests, cultural differences, language barriers and behaviour management are real but not insurmountable issues for OTTs. Indian migrant and Whyalla High School teacher Milind Salunke had this to say of his experience in South Australian schools: “It’s been a wonderful experience so far. I’m learning new things all the time about the culture here. It’s continued over page 3
Overseas trained teachers’ conference 2012 3 been challenging – some kids are at a stage where they don’t want to concentrate on school, it’s nothing personal, it’s not racist but they don’t want to study and so on. In India the teacher is the main authority who is respected and who never loses time not teaching, they are always teaching and students are always learning, there are no other things going on. However, here we have to prepare the platform first, building that with the students before we start teaching them. Once you do that I think
SSOs : FAQs
it is great and there are no issues left.” AEU Journal asked MIlind if he felt welcome in his school community. “Absolutely, its wonderful, we can’t judge things just by looking at one or two people, we have to look around and we have to look at ourselves too, we have to make sure we are doing the right things.” Rumour has it that Milind cooks a mean curry for staff on a Friday. Lucky devils! n
ECW Week 2012
ECWs seek permanency conversions AEU members working in preschools take action during ECW week
SSO: did you know? Changes to SSO sick leave accrual Sick leave was previously accrued annually on 1 July each year at the rate of 12 days per annum. On 1 July 2012 this changed. Now, one sick day is accrued on each completed service month. Existing sick leave credit is unaffected. There will be a 12-month transition period from 1 July 2012 to 30 June 2013. During this period an employee who has no sick leave credit will be entitled to take up to one day, or the equivalent in hours, of paid sick leave in advance of the leave accruing. Principals or their delegates may grant this amount of advanced leave during the transition period only. For more information, please contact Shared Services or go to the DECD website.
Training and Development
I
the Chief Executive, urging DECD to identify a further group of ECWs for conversion to permanency. The AEU congratulates all members in centres across the state who participated in this important event. We must continue to recognise and celebrate the valuable work performed by Early Childhood Workers and highlight the fact that there are still far too many ECWs who continue to work in insecure employment. Are you a long-term contract or temporary ECW? If so, we’d like to hear your story. Email us (address below) and let us know what permanency would mean to you. n
n Week 10 of Term 3, AEU members in preschools were encouraged to focus on the dedication and commitment of Early Childhood Workers as integral members of early childhood staff teams by celebrating ECW week. Organisers visiting centres provided members with badges to wear identifying ECWs as “part of the team”. In addition to celebrations in the form of morning or afternoon tea provided by the rest of the staff, members’ attention was again focussed on the continuing need for more temporary and casual ECWs to be converted to permanent employment. To this end, a letter was provided for members to sign and fax to
8: journal@aeusa.asn.au
Email us on
Training and Development is available to all SSOs individually or as a group. Principals should ensure equitable access to training and development for all employees, but SSOs should be actively involved in their own training and development program and should seek to undertake appropriate training as part of their Performance Plan. SSOs should have access to an organised induction program and training on DECD policies e.g. OHS&W and other relevant procedures. SSOs should also have a written job and person specification and have the opportunity to negotiate a personal, organised training and development plan – this should be part of the performance management plan. All SSOs must undertake training in Responding to Abuse and Neglect and have a criminal history check. n 9
Sc hool Libraries less qualified teacher librarians in the system than the previous year while numbers of “library officers” increased. The story is much the same in South Australia. SLASA estimates that more than 50 teacher librarians have disappeared from our schools in the last 12 months. Interestingly, Phillips attributes the loss or absence of qualified library staff on the shift to so-called “local school management”.
Funding reforms are hurting school libraries We can’t afford to lose our Teacher Librarians writes Craig Greer
T
“Global budgeting is sold to the community as a way for principals and schools to determine their own needs. In reality, they have become a means by which governments of all persuasions have been able to continually slash education budgets without having to wear the pain,” she wrote. A perfect example of what Phillips describes can be seen in New South Wales where the Teachers Federation is locked in a heated battle with the O’Farrell Liberal government around its “Local Schools, Local Decisions” policy, which it’s feared will accelerate the erosion of teacher librarian positions.
here is a proven correlation between student achievement and a well-resourced school library managed by a qualified teacher librarian. This important point was strongly made in an advertisement placed in the Advertiser on International School Library Day (October 22) by the South Australian School Library Association (SLASA).
“Libraries are not disappearing, their role in society is more pertinent than ever.”
Writing in the Sydney Morning Herald last month, children’s author Anna Fienberg says parents would be horrified, as she is, if they understood the threat to teacher librarians.
Lesley Brideson
SLASA President and AEU member Lesley Brideson told the AEU Journal the advertisement was placed to publicly recognise and celebrate International School Library Day and to raise awareness about the loss of teacher librarians in our public schools.
“What is more, students require the development of information and research skills from their primary through to tertiary years. Who will help them gain these skills if they don’t have access to a qualified teacher librarian?” she asked.
And of the O’Farrell government’s plans, Fienberg says this: “With the NSW government proposing that principals make their own decisions on funds allocation, a principal with no particular passion for literature may decide the library and its computer already exists, and so let the specialist go.”
“It’s important that both the public and education administrators understand you can’t just replace teacher librarians with unqualified staff and imagine kids won’t be disadvantaged,” she said. Brideson and her SLASA colleagues are wary of a growing perception that a library can be run without a qualified teacher librarian. “Each school requires a curator of information – a person who selects, organises and manages the access and retrieval of resources and information for staff and students. Libraries are not disappearing, their role in society is 10
even more pertinent as they provide equity of access to resources for all.”
Unfortunately, national trends suggest the system isn’t heeding SLASA’s concerns. In a November 2011 article, Georgia Phillips, co-founder of the Hub: Campaign for Quality School Libraries in Australia outlined what has become a national crisis in school libraries. At the time of publication, Phillips said less than 13% of Victorian primary libraries employed qualified teacher librarians. Tasmania had lost 67% of their teacher librarians. Alarmingly, only 7 of Tasmania’s 57 new or refurbished BER libraries were believed to have qualified teacher librarians. In 2011, Western Australian schools had 34
In a July 2012 joint statement, federal presidents of the AEU, the Australian School Library School Association and the Australian Library and Information Association make their concerns clear: “Without an appropriate funding formula and guidelines for school libraries, the existing inequitable funding arrangements will continue. This will increase the marginalisation of some libraries through underfunding and neglect, while others are prioritised within their schools and are able to provide quality print and multimedia resources as well as access to emerging technologies, electronic databases, the internet and other online resources. This is a basic requirement for any school library and should be the norm rather than the exception.” n
8: www.facebook.com/saschoollibraries
Running Sc hool Libraries: Head Interview
Chat with a Teacher Librarian The AEU Journal recently caught up with Lake Windemere P–7 School Teacher Librarian Hajnalka Molloy Journal: Hajnalka, why did you decide to become a teacher librarian? HM: I started with a degree in library and information management and ended up working at a school as a library assistant. I discovered that I quite like the kids and enjoyed being in a school library. So I went and did my teaching degree and started on the path. Journal: Do you do a lot of teaching? I understand that some people are under the impression that teacher librarians just manage resources. HM: Most of my time I spend teaching. We have some excellent SSOs who do a lot of the administrative work. They do that that under my guidance and with my advice. But I do most of the resourcing, curriculum and teaching, including team teaching with teachers and working one-on-one with kids or with classes.
students to think critically about the sources of information they come across.
Journal: Obviously it’s good to have that support but it seems some think that SSOs can run the library full stop.
Journal: Can that type of learning happen just in a classroom or is there still a need for a library to support it?
HM: I’m lucky enough that both of my SSOs are key to learn and one is actually a qualified library technician. That said, you still need the background knowledge of a teacher to be able to effectively resource a curriculum and to make purchasing decisions that meet the needs of the curriculum. You need the headset of a teacher to choose resources – print, digital or otherwise – that are at an appropriate level and in touch with the students’ thinking. This is particularly important at this time of curriculum change.
HM: The library is both a physical place and a virtual space so it’s about helping people find the right information to meet their needs, from a variety of sources. Having a well-resourced library certainly helps. It’s very difficult to find anything at a primary age reading level online, particularly content at the lower primary level that is accurate and wellresearched. So the teacher librarian helps both students and teachers find that content. We also help students learn how to access that information themselves from a variety of sources. We encourage the critical thinking skills they need to decide whether information is valid and useful.
Journal: You mention curriculum change, has the introduction of the Australian Curriculum been particularly challenging? HM: It’s energising. It’s fantastic because there is a lot of inquiry focus. We’re doing lots of work with classes and helping students think critically about the resources they are encountering. We’re currently looking at Australian history, different perspectives and the various languages used, and getting
1 Hajnalka Molloy working with a student in the library at Lake Windemere P–7 School.
Journal: It’s been widely reported that at least one South Australian secondary school library has gone completely digital; do you think there’s still a place in schools for books? HM: I think all things require balance. I think that books still have a place, particularly when it comes to quality content and well-researched content and
“You need the background knowledge of a teacher too be able to effectively resource a curriculum.” access to information that’s written for children. But it’s not just about providing digital resources it’s about helping students learn the skills they need to find those digital resources, using appropriate search engines, using appropriate keywords, being safe and ethical in a digital environment, and thinking critically about the content they’re finding. So in some ways the formats are neither here nor there; it’s about developing the skills to make the most of a particular resource and supporting the teaching that comes with that. Journal: What do you think the future holds for teacher librarians? HM: We are definitely rejuvenating. I do know there aren’t teacher librarians at some schools and I think that’s a tragedy. I hope I will always be able to find myself in a position or at a school, like this one, where the position is valued and where the role of the teacher librarian is supporting learning, supporting reading and being a part of a team that is valued and... I love it, I love the diversity and the challenge. n 11
Running Early Childhood Head Focu s
It’s all happening … in Early Childhood Preschool Director Liesl Arthur reports on our recent conference while members share their thoughts on current changes in the sector.
O
n Friday the 5th of October early childhood workers, teachers, directors and principals throughout South Australia gathered for the AEU’s annual Early Childhood Conference. The conference was a great opportunity to touch base with colleagues we have not seen for some time and for networking with other early childhood educators. Having said this, the conference was much more than a ‘nice time’. With early childhood services in the midst of great change, and facing challenges within this, the theme of ‘Climbing the Wall’ was most pertinent. The keynote speaker, Kylie Smith, from the Centre of Equity and Innovation in Early Childhood, University of Melbourne, spoke about her challenges in a site as a new curriculum framework and National Quality Standards were introduced. She challenged us to contest accepting new initiatives under the guise of accepting a ‘gift’. Kylie reminded us to use our professional judgement and utilise the language that is embedded in some of these documents to aid our stance with supporting children, families and OURSELVES!
taking place, the Early Childhood Conference provided a great platform to remind us of the need to unite and work together. Focused on our collective and extensive knowledge of good early childhood practice we can continue to provide great places for young children to belong, be and become.
Members share their thoughts With abundant changes taking place in the sector, the AEU Journal spoke with some of the 80 strong members attending the AEU Early Childhood Conference on October 5.
Sarah Whiteside | Teacher
Journal: Do you have concerns about the single intake (Same First Day)? Sarah: I can see that there will be positives and negatives and I think until we actually start implementing it we won’t really know the full measure of how it will affect individual sites. But I can see that there will be a workload issue because of all the children starting and finishing at the same time. Not only that but there’s not going to be the flexibility for children; some children need a little bit longer at kindy and they just won’t be able to do that anymore. So children with individual needs and special needs are probably going to lose out.
Carmen Milovanovic | Teacher Neta Kranz Children’s Centre (right)
Ingle Farm Community Kindergarten
Rebecca Overstreet | Teacher
If you missed the conference you can view Kylie’s fantastic speech in the podcasts section of the AEU website.
Journal: How are the reforms in early childhood impacting on workload at your site?
Journal: How are you both coping with the changes in early childhood?
With the challenge from the morning keynote and a full belly from an amazing lunch, the afternoon kicked off with a range of workshops related to areas of current changes in early childhood. These were followed by the final sessions for the day: a practical introduction to Brain Gym by Heather Gibbons and a brief address by DECD CE Keith Bartley, with question time.
Sarah: They are affecting us, not always in a positive way. There is less time for us to talk as a team about children and their needs and it eats into your family time a lot more as well. I was a Director last year and when my tenure was up I decided that I didn’t want to continue, and a large reason for that was workload, it was impacting too much on my family life. I had to make a choice, and my family won.
With enterprise bargaining currently 12
Flinders Children’s Centre (left)
CM: What’s going on in early childhood is overwhelming and it’s really putting us under stress. There’s been a huge impact on workload, especially with Universal Access, the National Quality Framework … we feel like we’ve been bombarded. The time remains the same but we have an increased workload. RO: There’s not enough time to do everything we need to do. We still have to
Early Childhood Focu s 7 Keynote speaker Kylie Smith tional 0.2 staffing allocated to preschools as part of Universal Access once the National Partnership Agreement expires in June 2013. DECD representatives have assured the AEU that they have every confidence that this funding will be ongoing beyond that date.
do all of the things we used to do plus a whole lot more and we just don’t have time to do it. At my site, because the Director’s workload is so much more now, she has to distribute some of it to staff, which means that our workload is stretched as well. CM: We’re actually working out of hours, on the weekend. We have to come in to set up the program and do all of those things we used to do in work hours because Universal Access takes up so much of our time Monday to Friday. We don’t have our Fridays anymore to plan and set up a quality program, so we have to come in on Saturdays just about every weekend. It’s frustrating, we’re working in our own time now in order to get things done.
sarily, because they might be able to go into schools for the term three and four intakes, but a lot of ECWs are going to have to find work elsewhere. They’ve got families to support and they’re just going to have to go somewhere else to find work, and if they do find work that they like, they’re not going to come back. So they’re going to lose a lot of very good ECWs, and some teachers as well who’ve had enough of it.
We’re acting on members’ concerns
Journal: What do you think about the Same Start Day policy? RO: One of my main concerns is that three-year-old Aboriginal children are going to be at kindy, potentially for almost three years, and three years for any child in the same environment, I don’t think is good. Plus, we’re not guaranteed work for the whole year, we’re only guaranteed work for terms one and two, and they’ve pretty much said if the numbers don’t warrant it, they’re not going to employ us for the rest of the year. CM: They want you to wait back in the lines and be ready for next year. RO: They’ll still need everybody to start the next year because the numbers will be back up. CM: So if you’re good enough to have waited there for two terms, you can hope to pop up again and get your job back. RO: I don’t know about teachers neces-
Vice President Jan Murphy provides an update on AEU action on Early Childhood issues.
Same First Day Policy DECD has acknowledged that preschool enrolments are expected to drop in Terms 3 and 4 in 2013 due to the implementation of the Same First Day Policy. While the Department refuses to make a commitment to maintain employment for non-permanent staff, the AEU is continuing negotiations to ensure that the interruption in service does not have a negative impact on entitlements such as Paid Maternity Leave, Long Service Leave and possible future conversions to permanency.
Universal Access Concerns have been raised by members regarding the future of the addi-
The AEU is represented on a panel that is reviewing the trial of structuring the 15 hours of preschool across two days. The AEU has raised concerns with regard to the payment of TRTs in these trial sites. TRTs employed in preschools are paid according to a DECD schedule that provides payment for 7.25 hours per day. Consequently, in some trial centres, TRTs may have been asked to work unpaid hours. The Department has given the AEU its assurance that the issue of TRT scheduled payment in preschools is currently being addressed. The change to the Single Intake (Same First Day) Policy to include an intake in Term 2, 2013 has led to concerns regarding a site’s capacity to provide the hours required under the Universal Access Policy. Sites are able to offer ‘catch up’ hours to those children who start in Term 2 if they have vacancies in sessions in Terms 3 and 4, but it was made very clear by DECD that this need only occur where a site has capacity to offer these ‘catch up’ hours within their current sessions. It is also possible for sites to offer the original Term 1 start date to families whose children are now scheduled to start in Term 2, if they have the capacity to do so. DECD will not provide funding for extra staffing above a site’s staffing entitlement in order to provide extra capacity for these children.
Funding of the National Quality Agenda The AEU has pursued the issue of funding to cover costs incurred by sites and individuals for the implementation of the National Quality Agenda. We have recently received a letter from the Minister for Education and Child Development assuring members that all DECD preschools and children’s centres have been declared “approved sites”, negating the need to pay the Service Approval Fee.
8: www.aeusa.asn.au>Your AEU >Sectors>Early Childhood
continued over page 3 13
EArly Childhood Focus
Workload Following the extension of the Teachers and Leaders Workload Review to include preschools, the project team received over 200 responses to the online survey from preschool workers regarding their workload. Recent conciliation in the Industrial Relations Commission of South Australia has settled some workload matters pertaining to schools, however there are issues around preschool workload remaining to be addressed through EB2012.
Need more information? A letter sent to all preschool staff at the end of Term 3 covers all of these issues in more detail. If you didn’t receive the letter or would like further clarification, please let us know via email: aeusa@aeusa.asn.au or by calling our Information Unit on phone: 8272 1399
Longer preschool days – are they working? The provision of Universal Access to 15 hours of preschool education for 4 year-olds across Australia has led members to re-think the configuration of preschool sessions, in most cases offering families variations from the traditional half-day session. During 2011 and early this year, a number of centres discussed with their parent communities the concept of an expanded full day preschool program of 7.5 hours in order to offer the available 15 hours over two days. While many centres have offered full day back to back sessions for some years, this configuration offered 4 year old children a longer day’s program. As a consequence, DECD decided that this variation in sessional configuration warranted a trial in a limited number of centres. A total of 18 centres have participated in undertaking observations and gathering data in relation to the following objectives: • Learning outcomes for children are 14
developmentally appropriate • Children are able to participate in 15 hours of preschool education • Staff entitlements are maintained • Staff wellbeing is maintained • Parents are satisfied. To date, members who have responded to a short AEU survey have returned mostly positive feedback. As the trial nears completion, the AEU Journal sought feedback from two of the sites involved in the trial.
Margie Colton | Director Bertram Hawker Kindergarten
overall there are less interruptions and longer periods of time available to focus on activities. The only downside is with children turning up at 8.15am, it’s all go as soon as you get here. Staff don’t get the time to settle in – they’re immediately focussing on children when they arrive. But we’re working around that by making other time available for staff to build professional relationships and things like that. Journal: What about the effect on staffing? MC: The teachers work an extra hour on those two days but they finish early on a Friday to make up for that and I make sure they have admin days for report writing during the term. My workload has certainly increased a lot but not just due to the long day trial, it’s due to all the changes that are happening with the NQF and so on.
Gerry Mathieson | Director Journal: Why did you decide to take part in the trial? MC: When we were told we needed to provide 15 hours of preschool we were asked to explore various options and the two 7.5 hour days was one of those options. As a centre we consulted with our community and staff, we didn’t actually realise there was going to be a trial. We’d already gone through the process of collaboration and consultation with our governing council and staff. We decided that if we didn’t go ahead with the two full days we would have had to run sessions on a Friday and that would mean losing our playgroup, which we really value because of the family and community links we make before kids come to kindy. Journal: So what does the day look like now, when do the children start and finish? MC: The day goes from 8.15am – 3.45pm. Journal: How do you think it’s working? MC: The feedback from parents is all positive. There’s been no negative feedback; it’s on the governing Council agenda every meeting and we’ve regularly asked for feedback in our newsletter. Parents really like it. We were surprised that the children seem not to tire like we thought they would. We do have relaxation time but
Michelle De Garis Kindergarten
Journal: How is the full day trial going for your centre? GM: The two full days sounded like a great idea in the first place, as lots of our kids were already here by 8.30am anyway. Unfortunately, the trial hasn’t worked for us as it was supposed to. It wasn’t fitting in with school drop off and pick-up times for parents and for those travelling long distances, the kids were just getting too tired – they were falling asleep well before they got home. The reality is Universal Access isn’t a new concept for us. We’ve always asked our families every term how our kindergarten service can meet their needs; it’s not about us. We’ve always asked them how they would like their sessions structured within their entitlement. Maybe in the metro it has been more uniformly structured, but we’ve always offered the flexibility because that’s what families in the country need. n
TA FE
W
ith years of industry experience under their belts, Steve Fogarty and Angelo Kontibas have been passing on their skills to signwriting hopefuls at Gilles Plains TAFE for a couple of decades. This year, with 46 apprentices on the books, an industry skills shortage, thousands of dollars in government incentives available to employers to upskill their staff with relevant qualifications, and the promise of a work space at the new Tonsley Park training centre, the future was looking bright. That all changed in September when TAFE management informed the pair that despite the pending closure of the
Sign o’ the times? TAFE reforms might be forcing out an important industry training provider. “They’re saying we’re not viable but we feel as though our efforts to grow the enrolments are not being spported.” Kenyon, telling him industry will suffer if the course is negatively impacted. “We feel that TAFE is a valuable resource, especially as times are tough and many of our members are small businesses with little time to advertise or screen new staff. To date we find that we can call on the lecturers at TAFE to help us find potential employees and we would be very sorry to see this resource lost to us,” she wrote. 29 year-old Michael Dorsman was lucky enough to get a job straight out of high school. He’s currently working with a well-established Adelaide sign business and has come back to TAFE to brush up on some skills and gain a qualification. He says it’s been a great opportunity. “I’m learning better ways to do things and some new things – I haven’t done a lot of computer work and that’s the way things are going now, so that helps.” “It would be sad to see the course go. There’s probably not as many signwriters out there these days but it’s cer-
TAFE
Gilles Plains campus, there would likely be no room at state-of-the-art Tonsley Park for a dedicated workshop. Instead, they may be able to hire some space on a needs basis, share equipment with other trades and perhaps do some printing work at Tea Tree Gully TAFE. While it’s unclear if the decision is definite, there is widespread concern that it could spell the end of Sign Industry Training at TAFE and leave the industry with no training provider in SA. For Australian Signwriting and Graphics Association (SA) Chair and small business owner Julie Rochester, it’s an untenable situation. “At the moment it’s already hard enough to employ and train someone. But the TAFE guys do a great job working around our needs. And when you send an existing staff member off to get a qualification, it puts extra strain on the business. However, it’s important that staff have their skills recognised with a qualification and that they stay up-to-date with the latest techniques,” she said. “If the course here finishes up, the only option would be to send staff to Melbourne, and with the lost time and extra costs, employers just won’t do it.” In raising her concerns with the State Government, Rochester wrote to Higher Education and Skills Minister Tom
tainly not a dying trade,” he said. Lecturer Angelo Kontibas says that gaining an apprenticeship serves students well in the long run. “You’re worth more, and people will snap you up. At the moment, 14 of our apprentices are adult apprentices. The government has put out incentives for people who have been in the industry for 7–20 years but have no formal qualification … so it’s a good opportunity for them to enhance their skills,” he said. Angelo’s colleague Steve Fogarty told the AEU Journal he has been pushing for the addition of an existing prevocational course to the Skills for All register, which would bring more young kids into the trade and create revenue for TAFE. “Despite many emails to management saying we have to get this course up and running due to the implementation of Skills for All, I’ve had no response,” he said. “They’re saying we’re not viable but we feel as though our efforts to grow the enrolments are not being supported.”
Ironically, the signwriters have been practicing their skills “wrapping” some of the TAFE vehicle fleet with the organisation’s new branding. Steve says both he and Angelo have been strongly committed to building relationships with industry and pushing the TAFE brand over the years and thinks they deserve better. “Angelo and I have put our hearts and souls into this organisation; we’ve worked in our holidays and given countless hours of our own time. And to be pretty much dismissed in a one-off meeting … it’s just not right,” he said. n 15
Running Head International
Battle continues for free, quality, public education in Chile Education is the frontline of battle against private profit in former South American dictatorship
1 Student leader Camila Vallejo 7 Chilean students march for free and universal public education
university students, teachers, copper miners and construction workers.
O
n September 11, 1973 a bloody coup was unleashed against the elected socialist government of President Salvador Allende in Chile. The US administration of President Nixon was deeply involved its planning and execution. Once settled in power, a military junta headed by General Augusto Pinochet banned all opposition and a deadly rampage against progressives in the country was launched. One of the first “shock and awe” economic and social makeovers of a country was thus begun. Chile became a laboratory for the sorts of policies now called neo-liberalism and one of the first targets for “reform” was education. Pinochet remained in power until 1990 before passing on the baton to a civilian government. The years following the handover have been anything but euphoric. Under Pinochet, public enterprises had virtually all been privatised. An enormous gap between the wealth of the haves and the have nots had opened up.
16
“Over 80 percent of Chileans support the demands of the students for free, universally accessible, high quality, public education.” In 2011 the public squares of Santiago and other Chilean cities began to fill with striking students and teachers. Paddy wagons, water canons and tear gas made an unwelcome return to the streets. The struggles began in May of that year with students calling for more government support for education. On June 30, about 120,000 students and teachers took to the streets. Some students went on hunger strike. At one protest on August 4, the paramilitary police arrested 874 students and unleashed savage force against the demonstrators. This prompted another massive protest made up of high school and
Students have held protests on the streets of Santiago nearly every week since then. A rally last month drew 130,000 protesters and a huge police presence. Observers complained that the police reaction to a handful of disruptive protesters was excessive. Tear gas and mass arrests have characterised the police response since the beginning of the movement. Over 80 percent of Chileans support the demands of the students for free, universally accessible, high quality, public education. Chile has a voucher system for education whereby parents can “choose” between crumbling, fundstarved public education and heavily favoured private institutions. They hand over their voucher and pay the difference in fees. Like all of the Pinochet-era “reforms”, the voucher idea was hatched by local devotees of the late Professor Milton Friedman of the School of Economics of the University of Chicago. Another policy flourish was for public schools with poor attendance to be punished with reduced funding. Universities got the “user pays” treatment, as well. As a result of the changes many university students graduate with a debt of $30,000 and costs throughout the year are often around $1000 a week.
Aboriginal members’ conference – Upper spencer 5Kelli Owen
For a while, the Chilean economy appeared to benefit from the dramatic changes made by the “Chicago Boys”. The country became known as a Latin American “tiger”. Unfortunately for the people of Chile, the indicators simply showed that the corporate sector was well pleased with the profits tumbling into its coffers. Students were among the first to fight back. Students want the books of the supposedly not-for-profit private operators opened up to demonstrate just how philanthropic they really are. They want subsidies to the private sector to end. They want a massive increase in funding for public education to turn around growing inequality and social exclusion. They demand that the constitution should stipulate education as a basic democratic right. The calls are so insistent and so well received by a mostly marginalised electorate that commentators are talking about a constitutional crisis in the country. Billionaire President Sebastián Piñeira has conceded a 10 per cent budget increase for education but, overall, has stood his neo-liberal ground. “We would all like things to be free but I want to remind you that nothing is free in life”, he said. The students are having none of the usual smoke and mirrors. Charismatic 24-year-old leader of the Confederation of University Students (FECH), Camila Vallejo became a symbol of resistance to the government’s agenda: “We do not want to improve the current system; we want a profound change – to stop seeing education as a consumer good, to see education as a right where the state provides a guarantee,” she said. “Why do we need education? To make profits? To make a business? Or to develop the country and have social integration and development? Those are the issues in dispute.” Chile’s students are in the forefront of the international battle against private profiteering in education. Lessons for Australia can be drawn from their experience. Before the last federal election, Julia Gillard promised to deliver full market-based “reform” to the last sections of Australian society to have been spared to some extent – health and education. Warning bells should be ringing. n Giles Goldsmith
1Kelli Owen (pictured above) with Upper Spencer Aboriginal educators at the conference in August
Aboriginal Educators meet in Port Augusta Aboriginal Teacher Kelli Owen talks about the highlights of the recent AEU Upper Spencer Aboriginal Members’ Mini-Conference. I enjoyed: I appreciated the chance to network with my colleagues in the country region. I felt really comfortable and included. I was able to relate to other Aboriginal educators in the country area as they shared their experiences and I found similar experiences to draw from and connect to. I was reminded about using Moodle for the Aboriginal Cultural Studies Curriculum Resource Consultation as an asset to be implemented and supported by fellow educators at all levels and for our children to be included and catered for. The conference gave participants access to a Superannuation specialist to discuss important issues concerning their funds, contributions and the options available. The workshop on application writing allowed us all the time to have professional conversations and practice the skills required to apply for positions. This workshop enabled us to walk through the process to help us confidently address future vacancies.
I thought the following was very helpful: It was highly valuable to have AEU staff on hand to provide updated information about our employment conditions, explaining employee rights in a comfortable environment and allowing us all the chance to ask questions concerning a variety of issues. The conference provided an occasion for delegates to discuss, clarify and allow for understanding of the impact of the AEU enterprise bargaining proposal for Aboriginal Educators. We were able to record issues, prioritise them and know that our concerns would be raised and heard within the AEU and DECD context. It’s great that the union is being active on behalf of its members to improve working conditions and supporting our work so we can totally focus on our core business – our children.
Next time may I suggest: We find ways to get more Nunga educators to attend the forum and participate, with regional/site support towards their leave and T & D hours. n 17
Women’s Running Head Focus Public Education Week Body Copy
8
Email Tish Champion on : 2008 tchampion@aeusa.asn.au Update: Enterprise Bargaining
Heading-2 Intro
1 The AEU SA Branch delegation of women “stand strong and stand their ground” at the Conference
“Activism & Leadership: it’s our future” AEU Women’s Officer Tish Champion reports on the recent 2012 AEU Federal Women’s Conference held in Melbourne
O
n October 6 and 7, a delegation of 12 South Australian AEU women members took part in the Federal AEU Women’s Conference held in Melbourne. The conference is a fantastic opportunity for AEU women to network with and get to know women from other states and territories and to hear the main national issues for women in education. The conference this year was a huge success with about 100 women taking
18
part. The keynote speakers were extremely interesting, thought provoking, and included prominent women such as Sharan Burrow – the General Secretary of the International Trade Union Confederation, Sally McManus – Secretary of the NSW & ACT branch of the ASU and Helen Rix – an education consultant. The conference finished with a fantastic Future Feminist Leadership panel of inspirational women who shared their personal journey’s toward feminism and making change.
Check out our Women’s Focus online
This conference is always in the October school holidays and is open to all women members of the AEU in South Australia. One delegate to the conference this year said: “When I saw the flyer, I didn’t really know what to expect. I just thought, “unionism... feminism... Melbourne... those are three of my favourite things,” so I applied. I had no idea how much I would learn. Unionism and feminism is more than about having beliefs, it is about taking action, and after this conference – where I got to meet so many inspiring women – I feel like I have so many practical ideas about how to get involved and make a difference.” The AEU Federal Women’s Conference is held annually at the Federal Office in Melbourne. Anyone interested in knowing more about this conference or the opportunity to attend can contact Tish Champion (email above). n AEU Women nationally showing support for the Gonski campaign 5
8: www.aeusa.asn.au/interest_women.html
Comment
To be or not to be – a feminist Recent events in Australia and around the world – from the accusations of misogyny, to the sad and senseless death of Jill Meagher, to the shooting of young Pakistani girl Malala Yousufzai have sparked a wave of feminist debate about the right of women to be safe and to live their lives without fear of ridicule or harm. More than 320,000 people have joined Jill Meagher’s Facebook tribute page and almost 30,000 people gathered in Melbourne for a march in her memory. Feminism is not a dirty word. It quite literally and simply means insisting that the political, economic, and social rights of women are clearly defined, established and defended as equal to men. The feminist movement has always sought to establish equal opportunities for women in education and employment. In short, a feminist is “an advocate or supporter of the rights and equality of women”. Over the decades, the feminist movement in Australia and indeed many parts of the world have campaigned for and achieved to varying degrees women’s rights when it comes to contract law, property ownership, right to vote and reproductive rights. Further, feminists have advocated for women’s workplace rights, such as maternity leave and equal pay. Sadly, the feminist movement has even had to work hard to ensure that women and girls are protected from domestic violence, sexual harassment, and sexual assault. There are many who argue that while feminism has mainly been focused on women’s issues and rights, the very fact that feminists seek overall gender equality, means, men’s liberation is a necessary part of feminism, and that indeed men have also benefited from gender equality. I am confident that most of my family and friends are 100% in favour of rights and equality for all. Most of them want to see an end to gender-based discrimination in society, the home and the workplace. Most if not all of them would agree that women should be free and safe to walk our streets and that young girls like Malala should be free to speak up about injustice. And yet most of them would not call themselves a feminist. I n wonder why? Tish Champion
Nominations for AEU Committees
Australian Education Union | SA Branch Nominations are called to fill vacancies on the following AEU Committees:
Standing Committees Country Conditions The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action.
Two female positions for 2 years ending December 2014 One male position for 2 years ending December 2014
Finance
The Committee is chaired by the Treasurer, prepares the AEU budget and reviews expenditure on a quarterly basis.
Two male positions for 2 years ending December 2014 One female position for 2 years ending December 2014 Two female positions for 1 year ending December 2013
Occupational Health, Safety & Welfare The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students. Two female positions for 2 years ending December 2014 One male position for 2 years ending December 2014
Consultative Committees Consultative Committees provide advice to Branch Executive on matters affecting their membership sector.
All positions are for a one-year term of office ending December 2013.
School Services Officers | 9 positions School Services Officers in DECS.
Contract and TRT | 9 positions
Unemployed, Contract and TRT members.
Special Education | 9 positions
Teachers and School Services Officers involved in Special Education.
Status of Women | 9 positions
Women members from all membership sectors and classifications.
Principals Consultative Committee | 9 positions School leader members in all sectors of schooling.
Aboriginal Education | 9 positions
Indigenous members from all membership sectors and classifications.
Early Childhood | up to 15 positions, a majority of whom shall be Children’s Services Act employees. Members working in Early Childhood Education.
Closing Date: Nominations for these Committee vacancies must reach the: Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 12.00 noon on Friday, 16 November 2012. A nomination form is available at: www.aeusa.asn.au/yourunion and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.
Election ProcedurE: Ballots for contested positions will be conducted at Branch Council on Saturday, 17 November 2012.
Peter Norman Returning Officer
19
OHS&W
New Work Health and Safety Act imminent The current SA OHSW Act (1986) will soon be replaced by the new Work Health & Safety Act, with its Regulations and Codes.
I
nitiated as part of national harmonisation of OHS laws, the new Act was “on hold” in parliament for more than a year, but negotiations have now reached a stage where it is expected that the Act will be passed on October 30, for implementation at the beginning of 2013. The one action that could potentially delay the final passage of the bill is a campaign by the Liberal MPs to take up parliament’s time with a series of lengthy speeches. Much of the content of the Work Health and Safety Act mirrors what we have now, but there are some important changes that create opportunities and also some uncertainty for leader members until a body of case law is developed. The AEU has sought legal advice, and until this is provided, the content of this summary is based on best layperson understanding of what is expected, especially as the Act has not been passed at time of writing. In terms of opportunity, the AEU will now be able, through the “union right of entry” provisions, to take a much more active role in investigating suspected breaches of the Act when notified by 20
“...the OHS duty of care, which previously rested with ‘the employer’ (DECD), has now been spread wider so that there are more levels by which responsibility is shared.” members. Subsequent SafeWork investigations could lead to a prosecution. The other significant change is that the OHS duty of care, which previously rested with “the employer” (DECD), has now been spread wider so that there are more levels by which responsibility is shared. Anyone employed by DECD who breaches the Act will be seen as doing so on behalf of the Crown, so there is no right or ability for the Department to devolve full responsibility down the line and remove its own duty. But there is now another category of duty holder, the “Officer”, acting under the renamed employer, the person conducting the business or undertaking (PCBU). Officers will have specific duties
Email Jill Cavanough on
to act proactively to ensure that the PCBU acts with “due diligence” across the organisation. The new duties will be a major challenge for DECD, which has a history of poor performance in developing and maintaining effective OHS management systems. Due diligence means not just developing appropriate policies and procedures, but also making appropriate decisions that support health and safety practices and accountability and making appropriate decisions on resources that influence the culture of the workplace. It is likely that the category of Officer will be held by people at the level of DECD Director, but it is also possible that those in charge of a work group i.e. principals and preschool directors, could be considered to be an “Officer” if a breach occurs. Certainty about this will require test cases but the AEU’s current understanding is that these employees will remain “workers” under the Act. The reason they are not completely “off the hook” is that site leaders have a degree of control and influence over the site, even if only within the constraints provided by the PCBU and Officers. On the other hand, site leaders are workers to whom those “up the line” owe a duty of care. While the Act is yet to be passed, it is already clear that it will be more important than ever for occupational health, safety and welfare to be taken seriously by all DECD personnel; for issues and responses to be well documented; for training, support and advice and additional targeted resources to be provided by DECD; and for site leaders to understand their duty and seek help in controlling risks by referring issues to a more senior level where a suitable response is beyond their ability to control and influence at the site level. The AEU will develop written guidance material and may provide targeted training as well as support and advocacy during the implementation phase and beyond. HSRs will still be eligible for DECD funded training every year and will need to undertake a DECD funded one day ‘transition’ course in the first 12 months, both being provided by SA Unions. Most importantly, it will be up to all members to get active on OHS issues. Comments, questions and concerns can be directed to the AEU’s OHSW Officer, Jill Cavanough (email below). n
8: jcavanough@aeusa.asn.au
AEU 2012 Training and Development Program
Notice Board
Union Education Courses 2012 Wed 7 Nov
5:00am – 6:30pm
Member Seminar - Young adults and student behaviour management issues in TAFE/VET
Feast Workshop Mon 17 Dec
Open to: AEU members working in TAFE/VET
5 – 9 November 9:15am – 4:15pm (daily)
Health & Safety Rep Training (Level 1)
9:15am – 12:30pm
COO – An Intro
An introduction to the Curriculum Organiser Online and how it can help members’ transition to the Australian Curriculum. Open to: Everyone interested in finding out how COO can help them in their Australian Curriculum preparation.
Mon 17 Dec
1:30am – 4:30pm
COO – Programming & Planning
Training for newly elected Heath & Safety Representatives and Deputy Health & Safety Representatives who have not undertaken any approved HSR training. SA Unions is a SafeWork SA approved provider of OHS&W Training for Health and Safety Representatives. Open to: DECD Health & Safety Reps
9:15am – 3:30pm
Middle Schooling Conference See Ad below.
19 – 23 Nov
9:15am – 3:30pm
See Ad below.
This seminar creates an opportunity for AEU TAFE members to network receive up to date information and work through issues arising from working with “difficult to manage” young adults.
Fri 16 Nov
Sat 24 Nov
9:15am – 4:15pm (daily)
Health & Safety Rep Training (Level 1) – Mt Gambier
A short practical workshop to plan, program and create units of work and teaching resources for the Australian Curriculum. Open to: Members who have subscribed to COO.
Mon 17 Dec
9:15am – 4:00pm
Responding to Abuse & Neglect: Education & Care Focus Training The AEU provides full-day Responding to Abuse & Neglect Education and Care Focus training as a service for members. Open to: AEU members and is free. Non-members MUST join prior to registering.
Council Dates for 2012
Training for newly elected Heath & Safety Representatives and Deputy Health & Safety Representatives who have not undertaken any approved HSR training. SA Unions is a SafeWork SA approved provider of OHS&W Training for Health and Safety Representatives.
Branch Council Meetings
Open to: DECD Health & Safety Reps
Friday, November 9
* Upcoming Event
‘12
Fri. 16 November
9.15am – 3.30pm
Upcoming dates for 2012 are:
Saturday, November 17
TAFE Divisional Council Meetings Upcoming dates for 2012 are:
* Upcoming Ev ent
FEAST Workshop @ the A
EU
Middle school Conference A one day conference for teachers working with years 5 – 10.
Open to: AEU members working with years 5 – 10.
November 4 2 y a d r Satu 0pm 2.00pm –
Renewal of Teacher Registration Does your teacher registration expire in January 2013? If so you will need to lodge an application to renew your registration by 31 December 2012. An application to renew your registration will be sent by post in November 2012. To be registered as a teacher in South Australia you must apply to renew your registration by the due date. If you have not received an application to renew your registration by 30 November 2012, please contact the Teachers Registration Board on 8226 8811 as non receipt of an application to renew is not an excuse for allowing your registration to expire.
Change of Address: Change of Address details must be provided in writing via: Email: renewal@trb.sa.edu.au Post: PO Box 3649, Rundle Mall, SA 5000
Change of Name: Change of Name details must be provided in writing with a certified copy of a marriage certificate, decree nisi, or deed poll via:
Post: PO Box 3649, Rundle Mall, SA 5000 In Person: Level 6, 70 Pirie Street, Adelaide SA 5000
(Faxed copies will not be accepted).
4.0
Standing up for LGBTI teachers, students and families in our school communities. Open to: Everyone.
For further info on any of the above events and courses email Saniya Sidhwani on
8: www.aeusa.asn.au>events & courses
or to register go to
ATTENTION TEACHERS!
8: training@aeusa.asn.au
21
Festival
A feast of culture coming members’ way Feast Queer Cultural Festival is one of the most anticipated arts and cultural events in Adelaide and Australia. As we hold associate membership of FEAST, all AEU members will receive ticket discounts at the Festival just by showing their AEU membership card. After successful involvement last year, we are continuing to offer a free workshop, this year titled Standing up for LGBTI teachers, students and families in our school communities, on Saturday November 24 from 2.00 – 4.00pm (see Ad on Page 21). We will also have a stall at the Feast Picnic on Pinkie Flat the following day. We’d love to see AEU members at both events. Celebrating 16 consecutive years in 2012, Feast is now ranked in the top three major festivals in Australia that celebrate diverse sexuality, standing proud alongside Sydney’s Mardi Gras and Melbourne’s Midsumma. Opening on Saturday 10 November 2012 Feast runs for 16 days until Sunday 25 November. Creative Producer Kerry Ireland has created an extensive program of theatre, cabaret, comedy, film, forums, literature, visual arts, sporting and community events. Boasting a national profile and attracting visitors and artists from interstate and overseas, Feast has a high profile location in Light Square. This festival hub sets Feast apart from other arts festivals by creating a safe space for gay and lesbian audiences, artists, their family and friends – a space to explore cutting edge creativity in the company of their peers – a “queer space”. For the wider community the hub provides an unrivalled opportunity to experience an alternative to mainstream festivals. The messages of Feast are strong: • Diversity, acceptance and inclusion
Notice Board
The AEU Executive & Staff of the SA Branch wish all members
Merry Christmas and a Happy NewYear!
Have a peaceful, relaxing and safe holiday. The AEU Office will close at 12 noon Monday 24 December 2012 and will reopen on Monday 7 January 2013.
Support our Teacher Librarians. Like them on facebook at:
8: www.facebook.com/saschoollibraries Christmas Round
Teachers Golf Day
Vines Golf Club Monday 17 December
2 or 4 Person Ambrose team event Registration: 8:30am Shotgun Start: 9:00am Cost: $42.00 includes lunch Dress: no jeans Bookings: www.sateachersgolf.com Kym Briggs: Sheidow Park School Phone: (08) 8381 8911 Email: ksbriggs@tpg.com.au • Get your school team organised for this fun and entertaining end of year event. • We cater for golfers with all different levels of abilities. • Come along and enjoy the day. • Loads of prizes.
• Positively showcasing the community – gay, lesbian and queer community • HIV Prevention. And the growth of Feast proves the ways in which the Festival delivers these messages are well received by the public. n
For Feast information and tickets, go to the festival website:
8: www.feast.org.au 22
Are you retired or nearing retirement? The Retired Teachers Association (RTA) would be happy for you to join them! We meet at 2pm on the first Monday of each month at the AEU on Greenhill Rd, Parkside. Parking is available at the rear via Porter Street. After a short business segment we have a presentation from an interesting guest speaker and then enjoy a cuppa and a chat until 4pm. The RTA Singers meet at the same venue prior to the meeting from 12 noon. More singers would be welcome and no auditions are required! If you’re a walker, why not get involved with the RTA Walkers, who have regular planned walks. For more information contact Margaret Fenwick (Secretary)
8356 4681 % or Neville Hatwell (President) % 8277 2546
Are you up-to-date Online? We need your preferred Email to
email address
8: membership@aeusa.asn.au
or call Membership on:
8272 1399
Subscription Rates for 2013 will be posted on the AEU website:
8: www.aeusa.asn.au following Branch Council on 17 November 2012.
NOTICE BOARD
Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal.
T or Fax: (08) 8768 2537 E: gibbons@seol.net.au
Holiday House – 2nd Valley
STREAKY BAY HOLIDAY HSE:
and will not run in more than three issues in succession. 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night. T: 0403 841 031 E: leonday@adam.com.au
OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge. T: David Connell – 0288 854 620 or Lyn Rowe – 0403 594 406 www.brtoutback.com.au
WORKSHOP: Stress management, personal goals and learning difficulties. Brain Gym – an introductory workshop. Movements to ‘switch on’ the brain.
Lifestyle of Choices: Invitation to how to create more of what you want in life. Create great health and become more of the person you want to be. No cost to chat. T: (Linda) 0410 654 657 E: lindanew@tpg.com.au
Advertisements will be printed at the discretion of the Editor
GOOLWA HOLIDAY HOUSE
kitchen, BBQ, kid friendly facilities. Wkends from $290. Email for pamphlet. T: 0418 843 711 (Mike) E: acaciahouse@optusnet.com.au
Sleeps 9, Q/S x2, Singles x3, Double x 1, 2 storey, 2 bath, 3 toilets, 2 living, main BRM with ensuite, TV, DVD, Ducted RCAC, UP, RCAC split D/S M/Wave. E: info@sfrealty.com.au PROPERTY CODE D30
FOR SALE: Nintendo DS lite. white. Hardly used, 2x stylus, original instruction bks, charger + 3 games – Agatha Christie: the ABC Murders, Brain Training, Tomb Raider. $120 o.n.o. E: hannah@iyouth.com.au
ALDINGA BEACH RETREAT: Peaceful location, wood fire, R/C air con, cosy accommodation for 2 – 8 guests, 5 mins from beach, opp National Park, LCD TV, fully equipped
5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com
Australian certified organic products: Keep
The Mobile Muso Mechanic The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance. This new service is also available for school music rooms. Frank Lang: T: 8248 0824
STRESS, WEIGHT, HABITS?– RELAX! Hypnotherapy, Counselling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members. Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au
Wanted: Primary class sets of readers for developing world education. Best if as relevant as possible to non urban, non western students (Bougainville). Contact Ian on: T: 0400 303 300 E: ir211057@bigpond.net.au
Healthy. For personal use & gifts. www.bodytune.mionegroup.com
for sale: Bianchi Road bike 59 cm Via Nirone7, Coast to Coast Look pedals, Shimano 105 running gear, Ex cond, 18 months old. Perfect starter bike for the Lycra Virgin! $1650 ono T: 0457 864 378
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
Way ne Phillis KI A’S
t n u o c s i D t e e l F al Nation ers! k r o W n o ti a c u d E ll able To A
Now Avail
Massive National Fleet Discount now available to: > School Teachers > School Service Officers > Administrative Staff > Grounds Keepers > Principals
EXTRA BONUS:
SAVE UP TO
$5,500
Capped price servicing for 5 years plus Roadside Assistance!
For every vehicle sold, we will donate $250 towards your school’s chosen fundraiser! A win for you and a win for your school. Book your test drive today!
Contact our Business Relationship Executive Andrew Tulip on 8387 8777 or 0433 900 013 or email atulip@waynephillis.com.au waynephillis.com.au
86 MAIN SOUTH ROAD, REYNELLA
Wayne Phillis & Sam Phillis
Kia Oval Logo 4/C - Large
23